Cambridge IGCSE Geography 0460 — 2016 Oct/Nov Paper 1 · Variant 2

This document consists of 36 printed pages and 1 Insert. DC (ST/AR) 115329/4 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 9 5 8 8 1 4 4 5 1 1 * GEOGRAPHY 0460/12 Paper 1 October/November 2016 1 hour 45 minutes Candidates answer on the Question Paper. Additional Materials: Ruler Protractor Calculator READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces provided. Write in dark blue or black pen. You may use an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Write your answer to each question in the space provided. If additional space is required, you should use the lined pages at the end of this booklet. The question number(s) must be clearly shown. Answer three questions, one from each section. The Insert contains Photographs A, B and C for Question 1, Photograph D for Question 3, and Photograph E for Question 6. The Insert is not required by the Examiner. Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Definitions MEDCs – More Economically Developed Countries LEDCs – Less Economically Developed Countries The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0460/12/O/N/16 © UCLES 2016 Section A Answer one question from this section. QUESTION 1 1 (a) Study Fig. 1, which shows information about the percentage of the world’s population in each continent between 1800 and 2050. 0.7 5.0 5.1 4.4 North America 2.5 4.4 8.7 9.2 South America 10.9 8.1 12.9 19.8 Africa 0.2 0.4 0.5 0.5 Australasia 64.9 57.4 60.8 59.1 Asia 20.8 24.7 12.0 7.0 Europe Key 1800 Percentage of world population in given year 1900 2000 2050 (estimated) Fig. 1 (i) State which continent has the greatest percentage of the world’s population. …[1] (ii) Name the continent where: – the percentage of the world’s population decreased between 1900 and the year 2000; … – the percentage of the world’s population is likely to increase the most between 2000 and 2050. …[2]

3 0460/12/O/N/16 © UCLES 2016 [Turn over (iii) Explain why natural population growth is still high in many LEDCs. … … … … … …[3] (iv) Some countries are over-populated whilst others are under-populated. Explain fully what is meant by over-population and under-population. Over-population … … … … Under-population … … … …[4]

4 0460/12/O/N/16 © UCLES 2016 (b) Study Fig. 2, which shows information about population density, and Photographs A, B and C (Insert). POLITICAL PHYSICAL SOCIAL ECONOMIC FACTORS AFFECTING DENSITY AND DISTRIBUTION OF POPULATION Fig. 2 (i) Identify a physical factor which explains why each of the areas shown in Photographs A, B and C is sparsely populated. You should choose a different physical factor for each photograph. Photograph A … … Photograph B … … Photograph C … …[3]

5 0460/12/O/N/16 © UCLES 2016 [Turn over (ii) Suggest how factors, other than physical factors, may contribute to low population densities in the areas such as those shown in the photographs. … … … … … … … … … …[5]

6 0460/12/O/N/16 © UCLES 2016 (c) Name an example of a country from which large numbers of people have migrated. Describe the positive and negative impacts of this migration on the named country which they have left. Name of country … … … … … … … … … … … … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 1

7 0460/12/O/N/16 © UCLES 2016 [Turn over TURN PAGE FOR QUESTION 2

8 0460/12/O/N/16 © UCLES 2016 QUESTION 2 2 (a) Study Fig. 3, which shows information about housing areas in Lagos, a city in Nigeria (an LEDC in Africa). 0 5 10 km housing areas lines of expansion main centres of employment CBD Key 5 km 10 km 15 km 20 km 25 km N New town of Amuwo Odofin Farm village surrounded by urban expansion Ikeja 30–35 houses per hectare 2.5 people per room Population density: 175 per hectare Percentage of houses with: flush toilet shared kitchen piped water 100 0 100 Somula Up to 30–35 houses per hectare 4 people per room Population density: 750–1000 per hectare Percentage of houses with: flush toilet shared kitchen piped water few most 10 Surulere 30–35 houses per hectare 2.5 people per room Population density: 420–550 per hectare Percentage of houses with: flush toilet shared kitchen piped water most 10 30 Ikoyi 4 houses per hectare 1 person per room Population density: 35 per hectare Percentage of houses with: flush toilet shared kitchen piped water 100 0 100 Central Lagos 40 houses per hectare 4 people per room Population density: 1000 per hectare Percentage of houses with: flush toilet shared kitchen piped water 25 80 80 Fig. 3

9 0460/12/O/N/16 © UCLES 2016 [Turn over (i) What is the distance from the CBD of Lagos to Ikeja? … km [1] (ii) In which two of the following directions is Lagos expanding? Circle your answers from the list below. north north east north-north west south-south east south west west [2] (iii) Using evidence from Fig. 3 only, name the area that you think has the best housing conditions. Justify your answer. Name of area … Justification … … … … …[3] (iv) Growing urban areas like Lagos experience traffic congestion. Describe four methods which are used to manage traffic congestion. 1 … … 2 … … 3 … … 4 … …[4]

10 0460/12/O/N/16 © UCLES 2016 (b) Study Fig. 4, which shows information about the percentage of population living in urban areas in Africa and Europe. population living in urban areas (percentage) 1950 2000 2030 (estimated) 90 80 70 60 50 40 30 20 10 0 Africa Europe Key Fig. 4 (i) Using evidence from Fig. 4 only, compare the growth in the percentage of population living in urban areas in Africa and Europe. Include statistics in your answer. … … … … … …[3]

11 0460/12/O/N/16 © UCLES 2016 [Turn over (ii) Suggest reasons for the migration of population from rural to urban areas in LEDCs. … … … … … … … … … …[5]

12 0460/12/O/N/16 © UCLES 2016 (c) For a named town or city you have studied, describe the impact of urbanisation on the people who live there. Name of town or city … … … … … … … … … … … … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 2

13 0460/12/O/N/16 © UCLES 2016 [Turn over TURN PAGE FOR QUESTION 3

14 0460/12/O/N/16 © UCLES 2016 Section B Answer one question from this section. QUESTION 3 3 (a) Study Photograph D (Insert), which shows a small weather station that uses automatic digital instruments. (i) What is measured by the instrument labelled X on Photograph D? …[1] (ii) Explain why: – there is a fence around the weather station; … … – the weather station is sited on grass not concrete. … … …[2] (iii) Describe the cloud type and cover on the day Photograph D was taken. … … … … … …[3]

15 0460/12/O/N/16 © UCLES 2016 [Turn over (iv) To what extent do you think the weather station is located in a good position? Give reasons for your answer. … … … … … … … …[4]

16 0460/12/O/N/16 © UCLES 2016 (b) Study Fig. 5, which shows information about the weather at Reigate, UK, in December 2013. 30 14 12 10 8 6 4 2 0 –2 –4 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 2122 23 24 25 26 27 28 29 31 2 30 5 10 15 20 25 temperature (°C) precipitation (mm) 0 daily precipitation (mm) daily maximum temperature (°C) daily minimum temperature (°C) Key dates in December Fig. 5 (i) Compare the weather at Reigate on 14 and 30 December. … … … … … …[3]

17 0460/12/O/N/16 © UCLES 2016 [Turn over (ii) The data in Fig. 5 was collected using traditional instruments. Explain how the data about precipitation and temperature would have been obtained. Precipitation … … … … … Temperature … … … … …[5]

18 0460/12/O/N/16 © UCLES 2016 (c) For a named river you have studied, explain why flooding occurs. Name of river … … … … … … … … … … … … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 3

19 0460/12/O/N/16 © UCLES 2016 [Turn over TURN PAGE FOR QUESTION 4

20 0460/12/O/N/16 © UCLES 2016 QUESTION 4 4 (a) Study Fig. 6, a map of hot deserts. Mojave Atacama North America South America Namib Kalahari Africa Sahara Europe Asia Thar Arabian Australian Australasia Tropic of Cancer Equator Tropic of Capricorn Fig. 6 (i) Tick the statement which best describes the climate of a hot desert. Climate Tick (✓) annual average rainfall is 250 mm or less temperatures are always above 30 °C temperatures never change during the year it never rains [1] (ii) Name the desert which is located: – across northern Africa; … – along the western coast of South America. …[2]

21 0460/12/O/N/16 © UCLES 2016 [Turn over (iii) Explain why deserts have a high diurnal (daily) range of temperature. … … … … … …[3] (iv) Explain how vegetation is adapted to survive in a hot desert. … … … … … … … …[4]

22 0460/12/O/N/16 © UCLES 2016 (b) Study Fig. 7, which shows areas in the Australian Desert. * U H DW  'L YL GL Q J  5 D Q J H    NP 1 *UHDW 6DQG\'HVHUW 7DQDPL 'HVHUW 6LPSVRQ 'HVHUW *LEVRQ 'HVHUW *UHDW9LFWRULD 'HVHUW 7URSLFRI &DSULFRUQ VHD VHD VHD SUHYDLOLQJ ZLQGVIURP VRXWKHDVW .H\ KRWGHVHUW PRXQWDLQV Fig. 7 (i) Suggest reasons why temperatures are high, especially in December and January, in the deserts shown in Fig. 7. … … … … … …[3]

23 0460/12/O/N/16 © UCLES 2016 [Turn over (ii) Using evidence from Fig. 7, explain why the deserts shown do not receive much rainfall. … … … … … … … … … …[5]

24 0460/12/O/N/16 © UCLES 2016 (c) Describe the impacts of deforestation of tropical rainforests on the global natural environment. You should refer to named areas affected. … … … … … … … … … … … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 4

25 0460/12/O/N/16 © UCLES 2016 [Turn over TURN PAGE FOR QUESTION 5

26 0460/12/O/N/16 © UCLES 2016 Section C Answer one question from this section. QUESTION 5 5 (a) Study Fig. 8, which shows some information about water. Average daily water use per capita GETTING OUR WATER RIWKHZRUOG·VSRSXODWLRQGRQRWKDYHFOHDQZDWHU Every day 25 SHRSOHGLHIURPZDWHUERUQHGLVHDVHV 7KHODUJHUWKHEXFNHWWKHPRUHZDWHULVXVHGLQWKDWFRXQWU\ :RPHQLQ/('&VVSHQGPDQ\KRXUVHDFKGD\FDUU\LQJZDWHU USA Russia UK 7DQ]DQLD ,QGLD Fig. 8 (i) What is meant by average daily water use per capita? … …[1] (ii) Give two reasons why water is important for people to survive. 1 … … 2 … …[2]

27 0460/12/O/N/16 © UCLES 2016 [Turn over (iii) Explain why women in LEDCs spend many hours each day carrying water. … … … … … …[3] (iv) Explain why many people in LEDCs die from waterborne diseases. … … … … … … … …[4]

28 0460/12/O/N/16 © UCLES 2016 (b) Study Fig. 9, which shows information about a rural area in an LEDC. The population of 300 people are spread out over a wide area. Most homes have thatched roofs but the newer ones and the small school have corrugated iron roofs. Many villagers get their water from a borehole which is 4 km away. There are times during the dry season, which usually lasts for 6 to 8 months, when there is no water in the borehole. Then villagers have to carry water from springs in the mountains which are over 5 km away. Four options are being considered to improve the water supply for the villagers. Option A Collect rainwater Fix plastic gutters to the roofs of homes and build large cement storage tanks for the water to drain into. Option B Build four shallow wells near where people live This is possible where the water table is close to the surface. It takes two unskilled workers 7 days to dig a 10 metre deep well. Each well will need to be lined with concrete. Option C Pipe water from the mountains Pipes can be built from a spring to the area where people live, where it can be stored in a large tank. Option D Drill a deep borehole close to the school A team of engineers will need to bring in a mechanical drilling rig to drill a borehole more than 50 metres deep. Electric pumps will be needed to pump the water to the surface. Fig. 9 (i) Suggest why Option A would not be a good choice. … … … … … …[3]

29 0460/12/O/N/16 © UCLES 2016 [Turn over (ii) Which one of Options B, C or D do you think should be chosen? Justify your answer. Option … Justification … … … … … … … … … …[5]

30 0460/12/O/N/16 © UCLES 2016 (c) For a named area you have studied, describe an economic activity which takes place and explain how it is threatening the local natural environment. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 5

31 0460/12/O/N/16 © UCLES 2016 [Turn over TURN PAGE FOR QUESTION 6

32 0460/12/O/N/16 © UCLES 2016 QUESTION 6 6 (a) Study Fig. 10, which shows information about a plan to change the source of the energy used in Bavaria, a part of Germany (an MEDC in Europe). 0% 10% 20% 30% 40% 60% 70% 80% 90% 50% 0% 10% 20% 30% 40% 60% 70% 80% 90% 50% oil coal natural gas other renewable energy (including wind, geothermal, solar and biomass) geothermal wind biomass solar HEP 2013 2020 (estimated) natural gas HEP nuclear power Fig. 10 (i) What was the main source of energy used in Bavaria in 2013? …[1] (ii) Identify from Fig. 10 an example likely to be used in 2020 of: – a non-renewable form of energy; … – a renewable form of energy. … [2] (iii) Using evidence from Fig. 10 only, describe the main planned changes in Bavaria’s energy use. Include statistics in your answer. … … … … … …[3]

33 0460/12/O/N/16 © UCLES 2016 [Turn over (iv) Explain the benefits of the planned changes shown in Fig. 10. … … … … … … … …[4] (b) Study Photograph E (Insert), which shows wind turbines. (i) Explain why this method of generating electricity is of limited use in many countries. … … … … … …[3] (ii) Explain why some people living close to these wind turbines are likely to support their use whilst others will be against them. … … … … … … … … … …[5]

34 0460/12/O/N/16 © UCLES 2016 (c) For an example you have studied, describe and explain the location of a factory or industrial zone. Name of factory or industrial zone … … … … … … … … … … … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 6

35 0460/12/O/N/16 © UCLES 2016 Additional Pages If you use the following lined pages to complete the answer(s) to any question(s), the question number(s) must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … …

36 0460/12/O/N/16 © UCLES 2016 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. … … … … … … … … … … … … … … … … … … … … … … … …

® IGCSE is the registered trademark of Cambridge International Examinations. This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 17 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education GEOGRAPHY 0460/12 Paper 1 October/November 2016 MARK SCHEME Maximum Mark: 75 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2016 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 The features of the marking scheme Each question carries 25 marks. Candidates cannot earn above the maximum marks available within each sub section. The marking scheme attempts to give guidance about the requirements of each answer and lists a number of responses, which will earn marks along with the general principles to be applied when marking each question. It should be noted that candidates can earn marks if their answers are phrased differently provided they convey the same meaning as those in the mark scheme. THE CANDIDATES DO NOT NEED TO USE THE SAME WORDING TO EARN MARKS. The notation ‘etc.’ at the end of an answer in the mark scheme signifies that there may well be other correct responses or examples that can be given credit. Providing the statement is true, relevant to the question asked and not repetition of a previous point made credit should be given. A point made within one sub–section which is an answer to the question set in a different sub–section should not be given credit as each sub–section asks different questions which require independent answers. The mark scheme uses semi colons (;) to separate marks and diagonals to separate alternative answers. During coordination the mark scheme is modified to add points agreed after discussion or to delete any points not allowed. All examiners should ensure that their modified scheme is fully up–to–date before marking begins. Marking Mechanics. Point marking is used for sections (a) and (b) of each question, although marks are available in specified questions for development of appropriate points. Ticks should be used to clearly indicate where a mark has been allowed. Where a development point has been allowed the symbol “DEV” should be placed adjacent to the tick. The number of ticks should always be equal to the total number of marks awarded. Only one development mark for each mark scheme point please. Where a candidate makes a point which is not quite sufficient for credit an upturned ‘V’ insert symbol should be used. If after careful consideration a mark is awarded which gives ‘benefit of doubt’ to the candidate the letter ‘J’ should be placed adjacent to the tick (i.e. the candidate has ‘just’ achieved the mark). Crosses are acceptable to signify wrong answers and the letters ‘I/R’ should be used to indicate those which are irrelevant. Levels of response marking is used for section (c) of each question. Thus it is the quality of the response that determines which level an answer is achieved rather than the quantity of statements contained within it. However, once assigned to a level the mark achieved within that level is determined by the number of points made. Levels 1 and 2 are distinguished by whether statements are simple (level 1) or developed/elaborated (level 2). A candidate can immediately enter L2 by making developed points without making any L1 statements. In order to achieve L3 a candidate must have already reached the top end of L2 – in addition his/her answer should have a clear example and if the answer is place specific as well (7 marks). Highlight place specific detail.

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 Where statements are assigned levels by the examiner this should be indicated by the use of L1 and L2 next to the statements. Ticks should not be used on answers that are marked using levels of response marking. L1 annotation should be removed once a L2 is awarded for an answer. L3 annotation is not used. There is no need for a summary level at the end of a response. Summary: Level 1 (1 to 3 marks): 1 simple statement (1 mark) 2 simple statements (2 marks) 3 simple statements (3 marks) Level 2 (4 to 6 marks): 1 developed statement (4 marks) 2 developed statements (5 marks) 3 or more developed statements with eg (6 marks) Level 3 (7 marks) 3 or more developed statements + named example with at least one piece of place specific detail.

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 1 (a) (i) Asia 1 mark [1] (ii) Europe Africa 2 @ 1 mark [2] (iii) Ideas such as: High birth rates/large families/lots of children/many children/births exceed deaths/high fertility rates; Any reason for high birth rates (MAX 1); reducing/low death rates/increasing life expectancy; Any reason for reducing/low death rates (MAX 1); 3 @ 1 mark [3] (iv) 2 × 2 marks 1 mark for a simple definition. 2 marks for a developed definition e.g. over-population is when there are too many people/ more people than resources (1 mark) overpopulation is when there are too many people so there are not enough resources to go round/not enough resources to sustain all people/people exceed the carrying capacity (2 marks) under-population is when there are not enough people living in a country/less people than resources (1 mark) under-population is when there are not enough people to fully exploit the resources/there are surplus resources (2 marks) 2 @ 2 marks [4] (b) (i) A = Highland/mountains/hills/no flat land/steep slopes/rocky/thin soil/cold B = No water/lack of water/dry/drought/desert/arid conditions/sandy soil poor for crops C = Marshy land/swamps/muddy/waterlogged/(likelihood of) flooding/mosquitoes Note: – a different factor should be used for each photograph. 3 @ 1 mark [3] (ii) Ideas such as: Lack of roads/railways/transport routes; Access is very difficult; Isolation/remoteness/long distance from other settlements (or services); Lack of resources; Low level of employment/no jobs; Lack of government investment; Conservation of natural environment/National Park Wars/persecution; Land is used for farming/agriculture etc. 5 @ 1 mark or development [5]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the positive and/or negative impacts of migration on country migrants have moved from e.g. loss of workers. Level 2 (4–6 marks) Uses named example. More developed statements which describe the positive and/or negative impacts of migration on country migrants have moved from. e.g. loss of skilled workers (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the positive and negative impacts (even if either positive or negative impacts at L1 only) of migration on country migrants have moved from including some place specific reference. Content Guide: Answers are likely to refer to: – remittances/money brought back – loss of skilled workers – impacts on population structure – social impacts – less pressure on health care and education – impact on food supplies – creates employment Note: Can credit loss of workers and employment opportunities – impact on defence/army Place specific reference is likely to consist of: Named parts of the chosen country/locational detail, population data etc. [7] [Total: 25 marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 2 (a) (i) 15–20 (kms) or any single figure or range of values within this or could allow e.g. 15–25 (kms) as the first figure is in the acceptable range 1 mark [1] (ii) West North north west 2 @ 1 mark [2] (iii) Accept Ikeja or Ikoyi (no mark) Note: No named area (or area chosen is incorrect) = 0 Evidence such as: All/100% of houses have flush toilets; All/100% of houses have piped water; No houses have to share kitchen/all houses have a kitchen; 4 houses per hectare (Ikoyi)/1 person per room (Ikoyi)/2.5 people per room (Ikeja)/35 people/ha (Ikoyi)/175 people/ha (Ikeja); 3 @ 1 mark [3] (iv) Methods such as: ring road/by-pass; metro/underground/tube; congestion charges/high parking prices/ERP(Electronic Road Pricing); number plate policies; traffic signals/police patrols/robots; increased no. of buses/bus lanes/cheaper buses; cycle lanes/places to park bikes; park & ride; widen roads/more roads/more bridges/underpass; one way systems etc. 4 @ 1 mark [4] (b) (i) Ideas such as: Both have increased In Africa growth is more rapid than Europe; Reserve 1 mark for statistics backing up a comparative statement e.g. growth from 40% to 53% in Africa by 2030 compared with 74% to 80% in Europe or giving % change for both; Year Africa Europe 1950 14 52 % change 2000 40 74 26 22 2030 53 80 13 6 Note: Tolerance of ±1 3 @ 1 mark [3]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (ii) Ideas such as (e.g. in rural areas); Lack of employment; Poor/few/no hospitals/clinics; Poor schools/universities/education; Lack of entertainment; Lack of electricity; Lack of piped water; Poor sanitation/hygiene; Food scarcity; Drought etc. Note: Can be either rural or urban areas, so either push or pull factors. Candidates do not need to state whether they are writing about rural or urban areas. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describes the impact of urbanization on people who live in the town or city. Level 2 (4–6 marks) Uses named example. More developed statements which describe the impact on people who live in the town or city. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate with some place specific reference. Content Guide: Answers are likely to refer to impacts such as; Crime rates; unemployment, pressure on space/housing/homeless; traffic issues; impacts on people of pollution of water/air pressure on schools/healthcare Job creation/wealth creation (Note can credit positive effects) Building of services or e.g. Note: Accept impacts on squatter settlements Place specific reference is likely to consist of: Named parts of the urban area, Locational details etc. [7] [Total: 25 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 3 (a) (i) Wind speed. 1 mark [1] (ii) Fence – to keep people out/animals/stealing of equipment; Grass – to prevent splash back from concrete/to prevent increased heat from concrete etc. 2 @ 1 mark [2] (iii) Ideas such as: Cumulus/alto cumulus/stratus/cirrus; Fluffy/white/grey/flat bottomed/low and high/feathery/wispy; Sky is almost clear/not much cloud/scattered cloud; 1–3 oktas; 3 @ 1 mark [3] (iv) Ideas such as: It is not covered by buildings; It is on grass; Open space/open fields/open area; Not many people living close by; Gently sloping/flat land; Disadvantage: Trees on one side etc.; Note: Max 3 marks on positive or negative factors 4 @ 1 mark [4] (b) (i) More rainfall on 30th December/or stats; higher maximum on 14th December; lower minimum on 14th December; higher temperature range on 14th December etc. Note: Candidates could use comparative statistics as an alternative approach to answering the question. Note: No need for units 14 Dec 30 Dec Rainfall 2–3 6–7 Min temp 1.1–1.3 4–5–4.7 Max temp 10.5–10.7 9.7–9.9 3 @ 1 mark [3]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (ii) Ideas such as: Use of rain gauge for precipitation; Use of max/min/Six’s thermometer for temperature; Taking of precipitation/temperature reading every 24 hours/same Time of day/daily/every day NB Credit once only; Details of using rain gauge to MAX 2 e.g. pour water into measuring cylinder, take measurement from measuring cylinder, pour water away etc. Details of using MAX/MIN thermometer to MAX 2 e.g. both are used to read from base of small markers, reset indicators etc 5 @ 1 mark (or development of lines 4 and 5 ie how use) [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain why flooding occurs. Level 2 (4–6 marks) Uses named example. More developed statements which explain why flooding occurs. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: Precipitation, Snow melt, Removal of vegetation, Rock type, Impact of roads, buildings and drains, Tides/surges, Global warming, Tsunamis etc. Lack of regular cleaning of river/disposal of trash etc. Place specific reference is likely to consist of: Locational details; Details of amounts of precipitation, Named settlements along river, Time/date etc. [7] [Total: 25 marks]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 4 (a) (i) Annual average rainfall is 250mm or less 1 mark [1] (ii) Sahara Atacama 2 @ 1 mark [2] (iii) Ideas such as: High daytime but cold night temperatures; High insolation/sun shines during the day due to clear skies/no clouds; Heat escapes at night because of no clouds/clear clouds; 3 @ 1 mark [3] (iv) Seeds/plants remain dormant; Only flower for a short period of time after rain; Waxy leaves; Narrow/spiky/small leaves/thorns; Tap roots/long roots Wide spreading roots; Store water/fleshy stems; Light colours to reflect sunlight; Sunken stomata etc. 4 @ 1 mark [4] (b) (i) Ideas such as: In Southern hemisphere/it’s their Summer Low latitude; On/close to Tropic of Capricorn; Overhead/high angle of sun/direct sunlight; Away from areas of sea/ocean/inland; 3 @ 1 mark [3] (ii) Ideas such as: High air pressure; Descending air; No evaporation; Wind direction over large areas of land/winds are dry by time reaches desert; Rain shadow effect/wind or rain blocked by mountains; 5 @ 1 mark or development [5]

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the impacts of deforestation on the global natural environment. Level 2 (4–6 marks) More developed statements which describe the impacts of deforestation on the global natural environment. Note: MAX 5 if no place references, MAX 6 if one place reference Level 3 (7 marks) Comprehensive and accurate statements, including two or more place references. Content Guide: Answers are likely to refer to: Changing rainfall patterns, Global warming/greenhouse gases, Carbon dioxide/oxygen balance, Melting of ice caps/glaciers, Global impacts on species/biodiversity/food chains etc Rising sea levels Place specific reference is likely to consist of: Place references for where impacts occur [7] [Total: 25 marks]

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 5 (a) (i) How much water you/each person uses (on average) per day 1 mark [1] (ii) Without it the body would not function/work/needed to be healthy/would die/example; It prevents people suffering from dehydration/it hydrates people/stops people being thirsty/need to drink ; We need it for cooking; We need it to water crops/give water to farm animals/livestock; Washing/sanitation/hygiene/cleaning; 2 @ 1 mark [2] (iii) Ideas such as: People carry small amounts/lots of journeys; Journeys are slow/loads are heavy; Many do not have piped supplies/water in their homes/they have got no taps/water supply infrastructure e.g. reservoirs; It is a long way to/there are no water sources/rivers/wells/no rivers where they live; They have to queue to use wells/standpipes; It is the traditional role of women to collect water/don’t have careers; Nearby supplies are drying up/people have to search further afield because of drought etc; There are no roads/they have no transport/they have to walk to get water/they have to carry it themselves/on their heads etc. 3 @ 1 mark [3] (iv) Ideas such as Lack of water infrastructure/no piped water/no wells/no boreholes; Few water treatment plants/water not filtered or purified; People are using dirty or polluted water/water which carries disease/bacteria/ contaminated/dirty water; Water is also used to dispose of sewage/dump waste/to wash clothes/for bathing/no proper sanitation/people urinate in it/animals pollute water; Health care/medical care is poor/cannot afford to treat disease Lack of education/lack of awareness about how to purify water/keep water safe; Cannot afford to buy bottled or clean water/cannot afford to purify water etc. 4 @ 1 mark [4] (b) (i) Ideas such as; Water is not pure/clean/dirty/not safe for drinking/waterborne disease; No water supply in the dry season/no reliable supply of water; Stagnant water; Difficulty of attaching gutters to thatch/water not drain well on thatch; Cost of/lack of availability of cement/guttering/storage tanks; Water could evaporate from storage tanks; 3 @ 1 mark [3]

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (ii) No mark for choice as all three options can be justified. Marks to be awarded for any combination of positive points for the chosen option or negative points of the ones rejected. Note no maximum on positives or negatives. Positives: B. Well: Low cost Can do it for themselves Low maintenance It won’t take long C. Pipes from Springs: Low cost Reliable/won’t dry up/always water in mountains Clean Naturally flows downhill D. Borehole: Clean/safe water Won’t dry up Large amounts of water provided People are experts Mechanised/no need for manual pumping Negatives: B. Well: Not hygienic Dangerous to young children Stagnant water Will not provide water all the time C. Pipes from Springs: Stagnant water in tank Cost (if qualified) Pipes cross peoples’ land D. Borehole: Expensive High maintenance Cost of electricity Power cuts Rejection needs reference to specific option – either by a letter or the name of the rejected scheme. 5 @ 1 mark or development [5]

Page 14 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe an economic activity and/or explain how it is threatening the local natural environment. Note: Credit only one L1 i.e. 1 mark for description Level 2 (4–6 marks) Uses named example. More developed statements which explain how it is threatening the local natural environment. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements, which explain how it is threatening the local natural environment, including some place specific reference. Content Guide: Answers could refer to any economic activity but are likely to refer to; Manufacturing industry Tourism, Mining or quarrying, Agriculture, Generation of electricity, Transport etc Answers are likely to refer to impacts on local natural environment e.g. Flora/vegetation; Fauna/wildlife, Ecosystems/Food chains; Rivers/streams; Atmosphere Acid rain Deforestation Place specific reference is likely to consist of: Specific details of economic activity, Locational details/named settlements etc. [7] [Total: 25 marks]

Page 15 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 6 (a) (i) Nuclear power 1 mark [1] (ii) Non-renewable = natural gas Renewable = HEP/geothermal/solar/wind/biomass 2 @ 1 mark [2] (iii) Ideas such as: Will be using no nuclear power; No coal/oil being used; Natural gas use planned to increase(by 2020)/will become main fuel; Increasing use of solar/biomass/wind/HEP/renewables; Reserve 1 mark max. for statistics e.g. natural gas from 10% to 46% or increase by 36%; Note: When awarding reserve mark for statistics ‘zero’ or ‘none’ is allowable as an alternative to ‘0%’ e.g. 58% nuclear in 2013 but none in 2020 = 1 mark Energy 2013 2020 Coal 5–7 0 Oil 2–4 0 Nuclear 57–59 0 HEP 14–16 15–17 Natural gas 9–11 45–47 Other renewables 7–9 37–39 3 @ 1 mark [3]

Page 16 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (iv) Ideas such as: Less need to transport coal/oil/less chance of oil leaks; Less fumes/sulphur dioxide (from burning of coal/oil)/less air pollution/cleaner air to breathe/less asthma; Less build-up of carbon dioxide/greenhouse gases; Less likely to enhance global warming; Less likelihood of radiation from nuclear power stations/radioactive waste/less cancer; Reduction in production/running costs; Renewable energy supply more sustainable/will not run out/not worry about fossil fuels running out; Less acid rain etc. 4 @ 1 mark [4] (b) (i) Ideas such as: Limited areas with high winds speed/winds not strong enough/winds don’t blow all the time/little wind; Limited space available for siting of turbines/they need a large area; Expensive building cost/cannot afford to build ; Technology not available in all countries/lack of skills to build; Only generate relatively small amounts of energy; etc. 3 @ 1 mark [3] (ii) Ideas such as: Supporters will argue: Low cost electricity once constructed/low running costs/wind is free; Creation of employment for construction/maintenance; Not pollute atmosphere/air/water/give out greenhouse gases/not enhance global warming; Can still use land for farming etc. Opponents will argue: Some people are upset by visual impact/can be seen for many miles/ruins the view/ do not look nice/eyesore; Loss of tourism/puts tourists off; Birds flying into turbines; Ecosystems disrupted by construction; Only small amount of energy can be generated ; Noise pollution etc. Note: Reserve 1 mark for opponents/supporters 5 @ 1 mark or development [5]

Page 17 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 12 © UCLES 2016 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe (1xL1 for description but has to be more specific than a named country) and/or explain the location of a factory or industrial zone. Note: Max one mark only for description of a factory or industrial zone Level 2 (4–6 marks) More developed statements which explain the location of a factory or industrial zone. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements, which explain the location of a factory or industrial zone, including some place specific reference. Content Guide: Answers should refer to a factory or industrial zone such as: Raw materials, Market, Land availability, Power supplies, Communications, Inertia, Workforce Government policy etc. Place specific reference is likely to consist of: Locational details; Specific details of industry Named/numbered roads etc. Note: Answer can refer to any secondary industry or zone. Primary or tertiary industry to L1 only i.e. max. 3 marks, as long as reasons given would refer to a factory or industrial zone. [7] [Total: 25 marks]